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2019
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(2019): Media are social actors: Individuals’ social responses to social robots and mobile phones. ProQuest Information & Learning.
Abstract: The Computers are Social Actors (CASA) paradigm was proposed more than two decades ago to understand humans’ interaction with computer technologies. Today, as emerging media technologies including social robots and smartphones become more personal and persuasive, questions of how users respond to them socially, what individual factors leverage the relationship, and what constitutes the social influence of these technologies need to be addressed. As an expansion of the CASA paradigm, the Media are Social Actors (MASA) paradigm was applied in the current dissertation to understand users’ social perception, social attitudes, and social behavior in their interactions with humanoid social robots and smartphones. Two lab experiments with between-subjects factorial design were conducted. A total of 110 participants were asked to interact with a humanoid social robot and a smartphone respectively in a socio-emotional context and a task-oriented context. Four pairs of social cues were compared to understand their influence on users’ anthropomorphism of the technologies. Multivariate analyses and textual analyses were conducted. Results suggested that users developed more trust in the social robot with a human voice than with a synthetic voice. Users also developed more intimacy and more interest in the social robot when the robot was paired with humanlike gestures. However, individual differences such as users’ attitudes toward robots, robot use experiences, and suspension of disbelief affected users’ psychological responses to the social robot. Although users’ responses to the smartphone did not vary based on the language styles and the modalities, factors such as individuals’ intensive smartphone use, mobile use habits, and their source orientation and re-orientation moderated the social influence of the smartphone. The dissertation has theoretical value in expanding the CASA paradigm to social robots and smartphones. It also tests the validity of the propositions of the MASA paradigm. The results can lead to more comprehensive, nuanced, and exciting discoveries of the social implications, ethical implications, and practical guides of using these emerging media technologies in the future. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Keywords: Language, Media, mobile phones, Moral & Ethik, Robotics, social actors, social media, social responses, social robots 2016
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(2016) : Japanese students apply same moral norms to humans and robot agents: Considering a moral HRI in terms of different cultural and academic backgrounds: 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI): Christchurch, New Zealand: IEEE Press, S. 457-458
DOI: https://doi.org/10.1109/HRI.2016.7451804 Abstract: An investigation was conducted into how Japanese students apply moral norms to humans and robot agents. The result revealed that they applied the same moral norm to both. This result was different from that of a former experiment done by Malle et al. A possible interpretation discussed is that such a difference would be caused by the participants’ cultural or academic background.
2014
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(2014) : Easy Authoring of Variable Gestural Expressions for a Humanoid Robot In: Sagerer, Gerhard; Imai, Michita; Belpaeme, Tony; Thomaz, Andrea (Hg.): HRI'14: Proceedings of the 2014 ACM/IEEE International Conference on Human-Robot Interaction : March 3-6, 2014, Bielefeld, Germany. Unter Mitarbeit von Gerhard Sagerer und Michita Imai: the 2014 ACM/IEEE international conference: Bielefeld, Germany: 3/3/2014 - 3/6/2014. Hri; Association for Computing Machinery; Institute of Electrical and Electronics Engineers; IEEE Robotics and Automation Society; ACM/IEEE International Conference on Human-Robot Interaction: Piscataway, NJ: IEEE
Abstract: This demonstration on the Nao robot uses the selection of behavior based on a feedback type and an expressivity value to generate and execute appropriate feedback. It aims to ease the authoring process by using variable gestures.
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(2014) : Sexism in Schools In: Liben, Lynn S.: The role of gender in educational contexts and outcomes, 47: 1. ed.: Amsterdam [u.a.]: Elsevier, Acad. Press (Advances in Child Development and Behavior), S. 189-223
Abstract: Sexism is gender-based prejudice or discrimination. As with other forms of prejudice and discrimination, it functions to maintain status and power differences between groups in society. One manifestation of sexism involves prejudice and discrimination against girls and women who seek to achieve in prestigious fields traditionally associated with males. Another manifestation of sexism, however, occurs when pressures are placed on boys and men to conform to traditional conceptions of masculinity. Over the last two decades, an increasing number of developmental and educational psychologists have become concerned about sexism directed toward children and adolescents in school contexts. Our chapter reviews the research on this topic. After providing an overview of different processes related to sexism, we examine how it is manifested in school contexts. Sexism is seen through gender-stereotyped biases against girls and boys in academic and athletic achievement. Also, it occurs through sexual harassment in social interactions. We also address factors related to children's awareness of sexism and coping responses to sexism. Finally, we consider possible ways to reduce sexism and foster effective coping in schools.
2011
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(2011) : A communication structure for human-robot itinerary requests In: Billard, Aude: Proceedings of the 6th international conference on Human-robot interaction: the 6th international conference: Lausanne, Switzerland: 3/6/2011 - 3/9/2011. ACM Special Interest Group on Artificial Intelligence; ACM Special Interest Group on Computer-Human Interaction: New York, NY: ACM, S. 205-206
Abstract: To analyze the formula for success of human communication, we examined dialogs between human interactors who were asking for directions in public place and extracted those elements that are responsible for making a dialog succeed or fail. Then, we tried to rate the elements according to the grade of their influence. Based on this rating and on the Shannon & Weaver model of communication, we created a communication structure for successful human-robot communication on which further research may be based to make human-robot communication as effective as possible.
2009
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(2009): Self-control as social control. In: Poetics 37 (2), S. 146-161. DOI: 10.1016/j.poetic.2009.01.001
Abstract: Accepting Ulrich Beck's and Anthony Giddens’ diagnosis of contemporary society, many sociologists have equated post-tradition with reflexive modernization and with a social order characterized by a strong degree of individualization. This article reviews relevant empirical evidence concerning that individualization thesis, and concludes that it should be rejected. It proposes to view post-tradition, not as the harbinger of increased reflexivity and individualization, but as a shift in the mode of social control. Scarcity, religious belief and ideology, traditional ethics and roles, sensitivity to command and respect for authority, have lost much, if not all of their steering and controlling capacity. This does however not herald an epoch of individual autonomy, but a new form of social control, centered around the self, and in which schooling, the mass-media, the world of goods and therapy play an important role. zitiert von 53
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(2009) : Robots with emotional intelligence: 2009 4th ACM/IEEE International Conference on Human-Robot Interaction (HRI): 2009 4th ACM/IEEE International Conference on Human-Robot Interaction (HRI): New York, NY, US: Association for Computing Machinery
DOI: https://doi.org/10.1145/1514095.1514098 Abstract: This keynote talk will illustrate a basic set of skills of emotional intelligence, how they are important for robots and agents that interact with people, and how our research at MIT addresses part of the problem of giving robots such skills. One of the most important skills is the ability to perceive and understand expressions of emotion, which I will highlight by demonstrating new technologies developed to read joint facial-head movements in real-time and associate these with complex affective-cognitive states, and technologies to read paralinguistic vocal cues from speech. I will also show some non-traditional ways robots might sense and learn about human emotion, and ways they can respond to what they sense that can help or hurt people. I will discuss social and ethical issues these technologies raise. Finally, I will present some new possibilities for robots to both learn from people and help teach skills of emotional intelligence to people, especially to those with nonverbal learning impairments who often want to learn these skills, including many people with diagnoses of autism spectrum disorders such as Aspergers Syndrome.
Keywords: Affective computing, affective-cognitive state, Artificial intelligence, Aspergers Syndrome, Autism, Autism spectrum disorder, behavioural sciences, computer aided instruction, deception detection, Educational robots, emotion expression, emotion perception, emotion recognition, emotion understanding, Emotional Intelligence, empathic technology, ethical aspects, ethical issue, facial expression recognition, facial-head movement, human emotion learning, human emotion sensing, human-robot interaction, ieee xplore, image motion analysis, intelligent robots, Laboratories, learning (artificial intelligence), Media, medical disorders, MIT, Moral & Ethik, nonverbal learning impairment, paralinguistic vocal cue, physiological sensing, prosody analysis, robot emotional intelligence, Robot sensing systems, skills teaching, social issue, speech processing, system, Teaching
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